Controlled Experiments in Teaching

Joyce, C. R. B.; Weatherall, M.

doi:10.1016/s0140-6736(57)92346-2

Cited by 24 publications

(7 citation statements)

References 20 publications

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“…Experimental evidence is rather slight on this point, and what there is offers little support for a positive preference/better examination score interaction. Studies by Faw (1949) and Asch (1951), in fact, indicated quite the reverse, with students doing more poorly under the teaching method they preferred, while James (1962) and Joyce and Wetherall (1957) found no difference in examination scores between students taught by a preferred method and those taught by a non-preferred method.…”

Section: The Experimentsmentioning

confidence: 96%

Teaching methods and student personality ? The search for an elusive interaction

Stanton¹

1974

Instr Sci

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Decades of research at the tertiary level have produced the finding that the use of different teaching methods makes no difference to student learning when end-ofcourse examination performance is accepted as the criterion of such learning. This conclusion has been based on a comparison between the average mark gained by groups of subjects taught in different ways. The present article takes the position that the use of such mean scores serves to conceal individual variability, and hypothesizes that it is possible to identify personality characteristics likely to predispose a student to perform better under one teaching approach rather than another. A programmatic series of studies using two approaches to personality measurement, purpose-concealed and face-valid, and two instructional approaches, lecturing and independent study, is described culminating in the conclusion that the student likely to perform better under the latter teaching method sees himself as being more tense and anxious than the student likely to perform better under the former method.

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Section: The Experimentsmentioning

confidence: 96%

Teaching methods and student personality ? The search for an elusive interaction

Stanton¹

1974

Instr Sci

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“…The principal criticism has been that they test mainly factual recall. This is not necessarily true and items can be constructed to test many other aspects of student ability (Joyce and Weatherall, 1954; Wills, 1963; Cooper and Foy, 1967). Multiple‐choice examinations are also inherently better than essays for testing a wider range of curriculum content in a given time.…”

mentioning

confidence: 99%

Comparison of multiple-choice and essay testing in preclinical physiology

Lipton

Huxham

2009

Medical Education

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“…The spoken word may fix something in the mind and kindle interest in the reading that must still play the greater part. Joyce and Weatherall (1957) found that students (of pharmacology) learned better from auditory teaching than from reading alone; and it is possible very soon to become weary, like Alice, of a continuous diet of "books with no pictures and no conversations." Some subjects, of course, lend themselves particularly well to auditory teaching, such as, for instance, heart sounds and conditions affecting the voice, and -we are beginning to collect a reference library of medical sounds.…”

Section: Intrinsic Educational Value Of Soundmentioning

confidence: 99%